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Assessment Task – Observation (Single) CHCDIV001_002_AT2_O1_TQM_v3 CHCDIV001_002_AT2_O1_TQM_v3 Student Name Student Number Unit Code/s & Name/s CHCDIV001 Work with Diverse People CHCDIV002 Promote Cultural Safety for Aboriginal and /or Torres Strait Islander People Assessment Type ☐ In the workplace ☒ Simulated environment Assessment Name Case study-based observation in a simulated workplace environment Assessment Task No. AT2 Date of Observation Student Declaration ☐ I have been provided with instructions about the assessment task to be undertaken. Student Signature ☐ Check box if this assessment is conducted online. Assessor Feedback: Attempt 1 Satisfactory ☐ Unsatisfactory ☐ Date / / Assessor Name Assessor Signature ☐ Student provided with feedback and reassessment arrangements (check box when completed) Date scheduled for reassessment / / Attempt 2 Satisfactory ☐ Unsatisfactory ☐ Date / / Assessor Name Assessor Signature Note to assessor: Please record any reasonable adjustment that has occurred to this assessment. PRIVACY DISCLAIMER: TAFE Queensland is collecting your personal information for assessment purposes. The information will only be accessed by authorised employees of TAFE Queensland. Some of this information may be given to the Australian Skills Quality Authority (ASQA) or its successor and/or TAFE Queensland for audit and/or reporting purposes. Your information will not be given to any other person or agency unless you have given us written permission or we are required by law. Instructions to Student General Instructions Students must participate in the Observational workplace simulated activity conducted during your practical sessions as directed by your teacher this may be done in groups with discussion time Information / Materials provided: Information may be obtained through your knowledge from your readings and assessment 1, you may also use mobile phones to research information during the practical activity Work, Health and Safety: As required by the simulated work place Number of Attempts: You will receive up to two (2) attempts at this assessment task. Should your 1st attempt be unsatisfactory (U), your teacher will provide feedback and will arrange a date for your 2nd attempt. If your 2nd attempt is unsatisfactory (U), or you fail to attend on the date scheduled for the 2nd attempt, you will receive an overall unsatisfactory result for this assessment task. Only one re-assessment attempt may be granted for each assessment task. For more information, refer to the Student Rules. Assessment Criteria: To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate the key skills/tasks/knowledge attached to this subject to an acceptable industry standard: Detailed information is included in the marking criteria. Ensure that you review the scenarios / marking criteria carefully prior to your practical days to ensure that all the criteria are met. Instructions to Assessor All aspects of the marking criteria must be met and signed by the teacher in order to achieve a satisfactory result for this assessment. Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. In addition, assessment must involve persons approved of by relevant local community elders. Work Health and Safety: A work health and safety check of the assessment environment is to be conducted prior to the assessment and any hazards addressed appropriately. Materials to be used will be at the discretion of the teachers. Note to Student An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide. The 3 case studies build on one another so you will be required to complete all 3 Case study 1 You are working in a large regional hospital, and have been rostered to work an afternoon shift in the surgical ward as they are short staffed. There has been an orthopaedic list that morning, with several patients recovering from knee and hip replacements. Your handover has been straightforward, everyone is doing well and there have been no post-surgery complications reported. You are looking forward to a great shift. You perform the post op checks and observations, and ask everyone if they have had adequate pain relief. The last name on the handover list is a very elderly Aboriginal lady from a remote community; you decide that you will see her last as she may need some extra time spent with her - she has had a complicated procedure. Her name is Margaret, and she smiles when she sees you, shakes her head and points to the floor. She then pushes the bedcovers away and tries to get out of bed, so you gently push her back down on to the pillows, and draw the covers up around her, explaining that she can’t get out of bed just yet. Margaret doesn’t appear to hear you as she is still shaking her head, so you nod and ask her loudly if she has hearing aids. As there is no response, you start going through the locker to find Margaret’s bag. There is no sign of hearing aids, however Margaret is looking extremely distressed and grabs your arm. She is shaking her head and pulls her bag away from you then leans forward to push the bed covers away. Your dream shift is fast becoming a nightmare. You are wrestling Margaret for the bed covers again when you realise you are not alone. A young lady is standing in the doorway. She tells you she is Margaret’s granddaughter May. After a swift conversation (that you don’t understand) she tells you that Margaret wants to go to the toilet - urgently. You assist Margaret with a bed pan, and when she is comfortable again ask the granddaughter to go through the patient information leaflet that was sent to Margaret before surgery. You tell them the leaflet explains why Margaret cannot get out of bed, and what to expect following surgery. Both women look at you, and begin a conversation between themselves. Margaret’s granddaughter tells you that she has come to interpret for her grandmother as she speaks little English but can understand quite well. You are also informed Margaret is not deaf, and did not understand why a nurse would need to go through her personal belongings without permission. If you had read the notes, you would have seen an entry that advised Margaret’s granddaughter would be interpreting for all communications while Margaret was inpatient. You apologise to both, and realise you have a lot to think about Questions for Case study 1 1.List the steps you would take to ensure your patient’s needs could be met. 2.Describe how you would feel if you were Margaret 3.What supports are in place for Aboriginal and/or Torres Strait Islander patients at your local hospital? How can you promote culturally safe services and programs to enhance participation? Outline strategies that may encourage self-determination and community control of the services and programs available How can all the elements discussed in this question be evaluated Case study 2 You are asked to work a few more shifts on the Orthopaedic Ward. In your efforts to provide a better service to your patients and establish respectful relationships, you read the case notes thoroughly for all patients to become informed of their needs. The doctor’s round will also be staring soon so you want to be prepared. Margaret’s granddaughter May has come to the ward quite early in the day, and is chatting to some of the women in the shared rooms. You think ‘that’s nice’, and note that she seems to know a lot of the Aboriginal women quite well. Feeling a bit concerned that she is here so early, (because visiting hours don’t start for another hour) you decide to wait for May to finish her conversations to talk to her. You then keep reading. Someone sits down next to you at the desk, and picks up the nurse’s station phone. You look up to see May dialling an internal number, and paging a social worker. She begins to read something from a patients file….one if the ladies she had been speaking to earlier. By this time your surprise has given way to panic; this is a breach of confidentiality! Reaching out you remove the file from in front of May and she looks surprise at the other end of the phone to ‘just hold for minute’. ‘What are you doing?” she asks. You then explain the confidential and privacy policy in great detail, including why she isn’t allowed to read files, use the internal phone and visit outside of the normal hours. You then ask that she go to the other side of the nurse’s station. She tells you she needs to “speak to ‘the aunties’” before the rounds commence so she can report any issues to the doctors and address any needs. You question her about her relationship with these ‘aunties’, and state ‘you can’t be related to all of them”. May doesn’t say anything at all, but stands up and holds out something she is wearing around her neck. Which turns out to be her hospital identification. “Aboriginal Liaison Officer” Another day, another apology. Questions for Case study 2 Provide your answers to the following questions 1.What assumptions did you make about May prior to seeing her identification? 2.What are your actions immediately following this incident? 3a.How could you engage with May to promote a more culturally safe workplace for her? 3b.List some things you could do to develop a good interpersonal working relationship 4.Think about the places you have completed your semester 1 vocational placement in and evaluate the extent of how cultural safety is integrated into that workplace (you can also refer to other workplaces you have experienced if you wish) Case study 3 You are required to submit your responses to the following case study scenario, which builds on the previous 2 scenarios about ‘Margaret’ There are 2 discharges this morning, and it is your role to ensure that all goes well. Your clients will need for you to ensure they have transport organised, understand the post discharge plan and instructions, and complete all paperwork Margaret is an elderly Aboriginal lady (who is known to you) is being discharged from hospital following her orthopaedic surgery. You are assisting Margaret to pack her belongings and await her granddaughter to one to attend for a discussion around exercise, follow up appointments and